Professional Development Guide Phonological Awareness ...

Texas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsCollege of Education, University of Texas at Austin •

Texas Education Agency • Region XIII Education Service Center

Phonological Awareness:Principles for Instructionand Progress Monitoring

ProfessionalDevelopment Guide

Professional Development GuideProfessional Development GuideProfessional Development GuideProfessional Development GuideProfessional Development Guide

Table of Contents:Table of Contents:Table of Contents:Table of Contents:Table of Contents:

1. IntroductionWhat is the Texas Center for Reading and Language Arts? ............. iOrganization and Content of the Guide ............................................. iiConsiderations for Struggling Readers and Writers ...................... ii-iiiPreparing for the Workshop .............................................................. ivAcknowledgments ............................................................................. v

2. Professional DevelopmentIntroduction ....................................................................................... 1Agenda .............................................................................................. 1Definition of Phonological Awareness .............................................. 2

Phonological Awareness is Aural ................................................ 3Research ........................................................................................... 4

Success in the General Education Curriculum ........................ 5-6Student Success, Adaptations Activity ....................................... 7Instructional Design Adaptations ................................................ 8Instructional and Curricular Adaptations .................................... 9Behavioral Support Adaptations ............................................... 10

Phonological Awareness Concepts Continuum ...............................11Blending, Segmenting, and Manipulating Individual Phonemes ............................................................................ 12

Phonological Awareness vs. Phonemic Awareness ....................... 13Phonological Awareness Concepts Continuum .............................. 14Definition of a Phoneme ................................................................. 15Implications for Teaching ................................................................ 15The TEKS and Phonological Awareness ........................................ 16Monitoring Progress of Phonological Awareness ...................... 16-17

Example of a Monitoring Tool ................................................... 17Blending, Activity 1 .......................................................................... 17

Integrating Adaptations for Students with Learning Disabilities, Adaptations Activity ........................ 18-19Blending/Segmentation ............................................................ 20

Segmentation, Activity 2 ................................................................. 21Teaching Phonological Awareness ................................................. 21

Student Success ....................................................................... 22Instructional Design Adaptations ......................................... 23-27Instructional and Curricular Adaptations ............................. 28-30Behavioral Support Adaptations .......................................... 31-35Success in the General Education Curriculum ......................... 36

Phonological Awareness: Principles forPhonological Awareness: Principles forPhonological Awareness: Principles forPhonological Awareness: Principles forPhonological Awareness: Principles forInstruction & Progress MonitoringInstruction & Progress MonitoringInstruction & Progress MonitoringInstruction & Progress MonitoringInstruction & Progress Monitoring

Paula CorreaDebbie Martin

Guide designer:

The Texas Center forReading and Language Arts,

College of Education,University of Texas at Austin

Guide prepared by:

Phonological Awareness: Principles for Instruction and Progress Monitoring


The Relationship Between Teaching & Progress Monitoring ......... 37Guess the Word, Activity 3.............................................................. 38Segmentation, Activity 4 ................................................................. 38First Sound Song, Activity 5 ............................................................ 39Conclusion: Summing Up ............................................................... 39

3. Overhead TransparenciesWorkshop Transparencies

4. HandoutsWorkshop NotesHandouts

5. ReferencesReferences ...................................................................................... R1

Adaptation References .............................................................. R4Resources ....................................................................................... R6

Table of Contents:Table of Contents:Table of Contents:Table of Contents:Table of Contents:Texas Centerfor Readingand Language Arts


Texas Centerfor Readingand Language Arts

What is the Texas Center forWhat is the Texas Center forWhat is the Texas Center forWhat is the Texas Center forWhat is the Texas Center forReading and Language Arts ?Reading and Language Arts ?Reading and Language Arts ?Reading and Language Arts ?Reading and Language Arts ?

The Texas Center for Reading and Language Arts assists K–12educators in enhancing the Reading and Language Arts knowl-edge and skills of Texas students, through implementation ofthe Texas Essential Knowledge and Skills (TEKS).

Goal 1: Goal 1: Goal 1: Goal 1: Goal 1: To provide a cadre of school-level specialistswith expertise in phonological awareness, wordanalysis, fluency strategies, and comprehensionstrategies who are able to use documentedapproaches to reading and language artsinstruction to address TEKS objectives withstudents in grades K–3.

Goal 2:Goal 2:Goal 2:Goal 2:Goal 2: To enhance the knowledge, skills, andpractices teachers use to implement the TEKSreading and language arts objectives with secondlanguage learners.

Goal 3:Goal 3:Goal 3:Goal 3:Goal 3: To enhance the knowledge, skills, andpractices teachers use to implement the TEKSreading and language arts objectives withstudents in grades K–5 who are experiencingdifficulty in reading and language arts.

Goal 4:Goal 4:Goal 4:Goal 4:Goal 4: To enhance the knowledge, skills, andpractices teachers use to implement the TEKSreading and language arts objectives withstudents in grades 6–8, focusing on content areareading instruction.

Goal 5: Goal 5: Goal 5: Goal 5: Goal 5: To disseminate information generated by theTexas Center for Reading and Language Artsusing current technology and media.

Goal 6:Goal 6:Goal 6:Goal 6:Goal 6: To communicate the goals, activities, andaccomplishments of the Center to professionalsand other community members.

Literacy LabsLiteracy LabsLiteracy LabsLiteracy LabsLiteracy LabsBoth school-based and university-based labs served as models foruniversities and school districts.

Professional DevelopmentProfessional DevelopmentProfessional DevelopmentProfessional DevelopmentProfessional DevelopmentGuides and VideosGuides and VideosGuides and VideosGuides and VideosGuides and Videos

These guides are designed toprovide educators across the

state with materials and plans forprofessional development in

reading and language arts, and tointroduce the TEKS.

Reading LiaisonsReading LiaisonsReading LiaisonsReading LiaisonsReading LiaisonsEducation Service Center ReadingLiaisons work collaboratively with

Center personnel to engage in andprovide professional development

on the TEKS.

School PartnershipsSchool PartnershipsSchool PartnershipsSchool PartnershipsSchool PartnershipsCollaborative relationships with

schools that assist in thedevelopment of materials,

curriculum guides, andproduct development.

How are the Center’s ActivitiesHow are the Center’s ActivitiesHow are the Center’s ActivitiesHow are the Center’s ActivitiesHow are the Center’s ActivitiesAccomplished?Accomplished?Accomplished?Accomplished?Accomplished?

iiiii



Organization & Content of the GuideOrganization & Content of the GuideOrganization & Content of the GuideOrganization & Content of the GuideOrganization & Content of the Guide

The guide contains four sections of materials and a video forpresenters to teach the Phonological Awareness. Section 2(Professional Development), includes speaker’s notes andsuggestions on how to guide participants through the workshop.Section 3 (Overheads), contains transparencies containing keypoints and activities to accompany your speaker’s notes; Section4 (Handouts) includes “Workshop Notes” for participants to takenotes from the presentation, and “Activity Handouts” for groupactivities; Section 5 (Appendices) provides a list of referencesand further readings on Phonological Awareness and, lastly, thevideo “Phonological Awareness: Principles for Instruction andProgress Monitoring” to provide an understanding ofphonological awareness research.

Included in this guide is a set of overheads that focus on makingadaptations for struggling readers and writers so that they havegreater access to the general education curriculum. These mayinclude students with:

• learning disabilities

• behavioral and emotional disabilities

• mild to moderate cognitive disabilities

• physical disabilities

• attention problems and the spectrum of autistic behaviors

• sensory impairments

- deaf/hard of hearing

- visual impairments

The adaptations overheads are identified by the symbol .The set of overheads has been designed to assist the partici-pants in identifying general adaptations that will benefit not onlystudents with disabilities but many other learners.

Considerations for StrugglingConsiderations for StrugglingConsiderations for StrugglingConsiderations for StrugglingConsiderations for StrugglingReaders and WritersReaders and WritersReaders and WritersReaders and WritersReaders and Writers

iiiiiiiiii



• Overheads that introduce General Adaptations are present-ed early in the workshop (Overheads #4a to #4e).

• Overheads that further explain these general adaptationsare presented later in the workshop (Overheads #15a to#15k).

• Specific overheads have been included to demonstrate howa concept, activity, or lesson presented in the guide can beadapted to meet the needs of special learners and strug-gling readers.

As a presenter, you may want to use chart paper and self-stick-ing notes so that the participants can record and display theadaptations they generate during the workshop. Participants maywrite their adaptations on the self-sticking notes and put the noteson chart paper. This can be an on-going activity throughout theworkshop.

Considerations for Struggling Readers and Writers (cont.)Considerations for Struggling Readers and Writers (cont.)Considerations for Struggling Readers and Writers (cont.)Considerations for Struggling Readers and Writers (cont.)Considerations for Struggling Readers and Writers (cont.)

iiiiiiiiiiiiiii



MaterialsMaterialsMaterialsMaterialsMaterials• Handouts (Section 4)• Pictures of words for Activity 3• Pencils/overhead markers

EquipmentEquipmentEquipmentEquipmentEquipment• Overhead projector• VCR and monitor• Chart paper and self-sticking notes

Room ArrangementRoom ArrangementRoom ArrangementRoom ArrangementRoom Arrangement• This workshop is presented in lecture form. Activities

will be held in large groups. All participants will need tosee the screen for overhead projection.

Preparing for the WorkshopPreparing for the WorkshopPreparing for the WorkshopPreparing for the WorkshopPreparing for the Workshop

The workshop is designed to provide elementary grade teachersan understanding of phonological awareness research, methodsfor teaching, progress monitoring that is aligned with the TexasEssential Knowledge and Skills (TEKS). Classroom teachers,reading coordinators, special education teachers and relatedservice personnel, media specialists curriculum directors, andprincipals who work at the elementary level are appropriateparticipants.

iviviviviv



Jim NelsonCommissioner

Robin GilchristAssistant Commissioner

Texas Center for Reading & Language ArtsTexas Center for Reading & Language ArtsTexas Center for Reading & Language ArtsTexas Center for Reading & Language ArtsTexas Center for Reading & Language ArtsAdaptations WorkgroupAdaptations WorkgroupAdaptations WorkgroupAdaptations WorkgroupAdaptations Workgroup

Region XIII Education Service CenterRegion XIII Education Service CenterRegion XIII Education Service CenterRegion XIII Education Service CenterRegion XIII Education Service Center

Statewide Initiatives

Kathy BellCandace Bos

Diane Pedrotty BryantUi-Jung KimShari Levy

Ada MuonekeNicole Ugel

Sharon Vaughn

AcknowledgmentsAcknowledgmentsAcknowledgmentsAcknowledgmentsAcknowledgments

We gratefully acknowledge the support of the following indi-viduals and agencies for their contributions to the profes-sional development guide Phonological Awareness: Principlesfor Instruction and progress Monitoring.

The University of Texas at Austin,The University of Texas at Austin,The University of Texas at Austin,The University of Texas at Austin,The University of Texas at Austin,

College of EducationCollege of EducationCollege of EducationCollege of EducationCollege of Education

Manuel Justiz,Dean

Marilyn Kameen,Associate Dean

Special thanks to all our reviewers and contributors, includingthe Reading Initiative and Special Education (RISE) Task Force,whose assistance and support made a valuable contribution tothis product.

Texas Education AgencyTexas Education AgencyTexas Education AgencyTexas Education AgencyTexas Education Agency

Carol V. FrancoisAssociate Commissioner

for the Education ofSpecial Populations

Gene LenzSenior Director

Division of Special Education

vvvvv

Phonological Awareness: Principles for Instruction and Progress Monitoring 11111

Overhead #1Overhead #1Overhead #1Overhead #1Overhead #1

• As participants arrive,use Overhead #1 tocommunicate the top-ic of your presenta-tion.

IntroductionIntroductionIntroductionIntroductionIntroduction


• Use Overhead #2 toprovide an organizedglance of the Phono-logical Awarenessworkshop and thetopics to be covered.

AgendaAgendaAgendaAgendaAgenda


Phonological

Phonological

Awareness: Awareness:

Principles for Instruction


and Progress Monitoring


Texas Center for Reading and Language Arts, College of Education at the University of Texas at Austin

Texas Education Agency • Region XIII Education Service Center 1

PhonologicalPhonologicalAwarenessAwareness

•• WHAT is it andWHAT is it and

WHY is itWHY is it

important?important?

•• HOW do youHOW do you

evaluate it?evaluate it?


teach it?teach it?

2


22222 Phonological Awareness: Principles for Instruction and Progress Monitoring

Overhead #3Overhead #3Overhead #3Overhead #3Overhead #3Definition ofDefinition ofDefinition ofDefinition ofDefinition ofPhonologicalPhonologicalPhonologicalPhonologicalPhonologicalAwarenessAwarenessAwarenessAwarenessAwareness

• Use Overhead #3 todefine PhonologicalAwareness.

• Explain that it is com-prised of several con-cepts detailed in thisworkshop, and that itdoes not involveprint.


Involves understanding the

different ways in which spokenlanguage can be broken down

and manipulated.


WHAT is it?WHAT is it?

3


Overhead #3aOverhead #3aOverhead #3aOverhead #3aOverhead #3a

• Use Overhead #3a to demonstrate that phonological awarenessfocuses on oral language and oral language activities, not on print.

• Explain to participants that phonological awareness involves:

- oral language activities such as listening to determine if:

* words rhyme (e.g., “ball” and “fall,” “man” and “tat”)

* words begin with the same sound (e.g., “ball” and “bat,” and“ball” and “fall”)

- oral language activities such as generating:

* rhyming words or phrases (e.g., “lilly is a silly filly.”)

* blending syllables or sounds to make words (e.g., “ham-mer”is “hammer”, “p-a-t” is “pat”)

* segmenting words into syllables and sounds (e.g., “sister” is“sis-ter,” “run” is “r-u-n”)

• Tell participants that it is important to provide opportunities for strug-gling students to participate in a variety of oral language activitiesthat allow them to manipulate syllables and sounds within words. Itis also helpful to provide visual cues such as holding up a finger orclapping for each syllable/sound or moving a chip into a square aseach syllable/sound is said. For older struggling readers, pairingthese phonological activities with print is helpful (National ReadingPanel, 2000).


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3a

PhonologicalPhonologicalPhonologicalPhonologicalPhonologicalAwareness is AuralAwareness is AuralAwareness is AuralAwareness is AuralAwareness is Aural


Overhead #4Overhead #4Overhead #4Overhead #4Overhead #4What the ResearchWhat the ResearchWhat the ResearchWhat the ResearchWhat the ResearchTells UsTells UsTells UsTells UsTells Us

• Teaching these skills will improve reading and spelling abilities.


WHY is it Important?WHY is it Important?

Phonological Phonological AwarenessAwareness

• Acquisition of phonological awareness is an important factor in learning to read and spell.

• This collection of skills can be taught prior to and during reading instruction.

• Phonological awareness will facilitate children’s learning of the alphabetic principle by drawing their attention to the sounds that are related to individual letters.

ResearchResearch

4

• Using Overhead #4,review the current re-search (Ball & Blach-man, 1991; Byrne,F ie ld ing-Barns ley,1993; Liberman &Shankweiler, 1985;NRC, 1998).

• Although exposure toliterature and level ofintelligence are impor-tant for overall devel-opment, they are lesspredictive of readingsuccess than phono-logical awareness.

• Emphasize that phono-logical awareness is abetter predictor ofreading success thanwhat children knowabout letters, or howoften they were readto, or SES status.



Note: This overhead is the first in a series of overheads that focus onadaptations for struggling readers and writers. These may includestudents with learning disabilities, emotional/behavioral disorders, mildto moderate cognitive disabilities, physical disabilities, attentionproblems, the spectrum of autistic behaviors, and sensory impairment(both deaf/hard of hearing and visual impairment).

After Overhead #4, present Overheads #4a to 4e to provide an over-view of the process for making adaptations and for introducing vari-ous types of adaptations.

After Overhead #15, present Overheads #15a to 15k to provide theparticipants with more specific examples of the three kinds of adap-tations.

• Use Overhead #4a to explain that adaptations are key to the suc-cessful participation of struggling readers and writers in the generaleducation curriculum.

• Provide an overview of the process for making adaptations for strug-gling readers and writers. Explain that in making adaptations fourkey questions are asked.

- What are the expectations for learning (e.g., what are the stu-dent outcomes that you expect which may vary for individual stu-dents)? For example, student outcomes may include reading ongrade level by the end of the year.

- What are the setting demands (e.g., what are the specific tasksthe student is expected to perform and what does the student haveto do to successfully complete the task)? For example, the studenthas to read, summarize, and answer a variety of questions aboutgrade level reading material.


4a

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What are the setting demands?

What do I know about the student?

What are mychoices foradaptations?

What are the expectations?

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Success in theSuccess in theSuccess in theSuccess in theSuccess in theGeneral EducationGeneral EducationGeneral EducationGeneral EducationGeneral EducationCurriculumCurriculumCurriculumCurriculumCurriculum


Overhead #4a (cont.)Overhead #4a (cont.)Overhead #4a (cont.)Overhead #4a (cont.)Overhead #4a (cont.)

- What do I know about the student in the general education class-room in relation to his/her learning strengths and needs? For exam-ple, what are the student’s specific strengths and needs in reading?

- What are my choices for adaptations (i.e., for students with dis-abilities think about what the IEP requires and what resources youmight need to make these adaptations)? For example, will the stu-dent need high interest/controlled vocabulary text to be able to ac-cess subject matter on a topic?

• Explain that answering these four questions assists teachers in select-ing adaptations. Remind the participants to collaborate with other spe-cialists, such as vision, auditory, speech/language, and technology.

• Explain that a final step in the process is to determine how theadaptation(s) is working and make adjustments accordingly. This is animportant key to the student’s success in the general education curric-ulum. For example, is the student able to answer inferential compre-hension questions successfully?

Note to Presenter: With the reauthorization of the Individuals withDisabilities Education Act (IDEA 97), students’ with disabilities par-ticipation in the general education curriculum and state/district as-sessments, such as TAAS, has increased as has general educationteachers’ participation in the IEP process. You may want to high-light these recent changes using the information provided below asone resource.

Individuals withIndividuals withIndividuals withIndividuals withIndividuals withDisabilitiesDisabilitiesDisabilitiesDisabilitiesDisabilitiesEducation ActEducation ActEducation ActEducation ActEducation Act(IDEA 97)(IDEA 97)(IDEA 97)(IDEA 97)(IDEA 97)

• Explain to the participants that the law (IDEA 97) requires that ac-commodations or adaptations, modifications, supports, and supple-mentary aids and services be provided to ensure the success ofstudents with disabilities in the general education curriculum (referto IEP).

• Tell participants that IDEA 97 has also increased the participation ofstudent’s with disabilities in district/state assessments. Explain thatunder IDEA special education students are expected to: (1) take thestandard assessments, (2) take them with accommodations, or (3)take alternative assessments. The IEP specifies if accommodationsand modifications in the administration of these assessments or al-ternative assessments are to be used.

• Mention that IDEA 97 has also increased the general education teach-er’s role in the development, implementation, review, and revisionof the student’s Individualized Education Program. For example,goals and objectives may be targeted to be met in the general edu-cation classroom and monitoring is the responsibility of the generaland special education teacher.

Success in theSuccess in theSuccess in theSuccess in theSuccess in theGeneral EducationGeneral EducationGeneral EducationGeneral EducationGeneral EducationCurriculum (cont.)Curriculum (cont.)Curriculum (cont.)Curriculum (cont.)Curriculum (cont.)



4b

Instructional

Design

Adaptations

Behavioral

Support

AdaptationsInstructional/

Curricular

Adaptations

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Overhead #4bOverhead #4bOverhead #4bOverhead #4bOverhead #4b

• Use Overhead #4b to introduce this Activity and to explain thatadaptations for students can be organized into three categories:designing instruction, adapting instruction or curriculum, andproviding behavioral support. For example, an adaptation for“designing instruction” might be including fewer problems perpage, for “adapting instruction or curriculum,” an example mightbe enlarging print for a child with poor vision, and for “behavioralsupport adaptations,” an example might be having a behaviorplan in place to alter “out-of-seat behavior.”

• Ask the participants to work in pairs and discuss one studentwith whom they have worked successfully. Have them list andexplain three adaptations they used to support that student ineach of these three areas.

• Explain that each category will now be discussed.

Note: You may use chart paper and self-sticking notes so thatparticipants can display their ideas. Hang one piece of chart paperfor each of the three types of adaptations. Ask participants towrite their adaptations on the notes and put the notes on theappropriate chart paper. This can be an on-going activitythroughout the workshop.

AdaptationsAdaptationsAdaptationsAdaptationsAdaptationsActivityActivityActivityActivityActivity

Student SuccessStudent SuccessStudent SuccessStudent SuccessStudent Success


Overhead #4cOverhead #4cOverhead #4cOverhead #4cOverhead #4c

• Use Overhead #4c to introduce the importance of instructionaldesign adaptations.

• Explain that instructional design is critical for making adaptations.For struggling readers and writers to benefit from instruction, theteacher must plan for adaptations, access resources, collaborate,integrate technology, assess learning, and monitor student progress.


• Plan for adaptations

• Access resources

• Collaborate

• Integrate technology

• Assess learning

• Monitor student progress

4c

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Overhead #4dOverhead #4dOverhead #4dOverhead #4dOverhead #4d

• Use Overhead #4d to introduce common examples of instructionaland curricular adaptations.

• Mention that research supports these adaptations. (See Handout,“Suggestions for Adaptations” for typical adaptations.)


4d

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• Consider students’ literacy levels and needs

• Activate background knowledge

• Use clear, simple directions

• Provide opportunities to respond

• Adjust pacing and provide feedback

• Make learning visible and explicit

• Highlight key information/concepts

• Break task or activity into steps

• Use games to provide practice

• Provide multiple ways to demonstrate learning

CCCCuuuurrrrrrrriiiiccccuuuullllaaaarrrr::::

IIIInnnnssssttttrrrruuuuccccttttiiiioooonnnnaaaallll::::

Instructional andInstructional andInstructional andInstructional andInstructional andCurricularCurricularCurricularCurricularCurricularAdaptationsAdaptationsAdaptationsAdaptationsAdaptations


Overhead #4eOverhead #4eOverhead #4eOverhead #4eOverhead #4e

• Use Overhead #4e to introduce behavioral support adaptations.

• Explain that a third type of adaptation focuses on behavioralsupport.

• Have participants give examples of how inappropriate classroombehaviors can interrupt the teaching and learning process and thetype of strategies they use to promote positive behavior and apositive learning environment. Students learn better whenbehavioral supports are in place.

• See Handout, “Suggestion for Adaptations” for typical adaptations.

• Explain that later in the workshop participants will focus moreintently on specific behavioral adaptations.

• Encourage the participants to think about adaptations as theycontinue the workshop. (Self-sticking notes and chart paper activitycan be continued.)


4e

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bbbbeeeehhhhaaaavvvviiiioooorrrrssss::::

• Provide structure and be consistent

• Use proactive teaching

• Teach alternative behaviors

Behavioral SupportBehavioral SupportBehavioral SupportBehavioral SupportBehavioral SupportAdaptationsAdaptationsAdaptationsAdaptationsAdaptations



• Use Overhead #5 to illustrate the levels of difficulty of phonolog-ical awareness.

• Tell participants that when children are having difficulty with atask, they should take instruction back to a less complex activity.

PhonologicalPhonologicalPhonologicalPhonologicalPhonologicalAwarenessAwarenessAwarenessAwarenessAwarenessConceptsConceptsConceptsConceptsConceptsContinuumContinuumContinuumContinuumContinuum

Texas Centerfor Readingand Language Arts Phonological Awareness Phonological Awareness

Concepts ContinuumConcepts Continuum

Less Less Complex Complex ActivitiesActivities

More More Complex Complex

ActivitiesActivities

rhyming songs

sentence segmentation

syllable segmentation& blending

onset-rime, blending, &

segmentation

blending &segmenting individual phonemes

1

5



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5a

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More complex activities


Blending,Blending,Blending,Blending,Blending,Segmenting, andSegmenting, andSegmenting, andSegmenting, andSegmenting, andManipulatingManipulatingManipulatingManipulatingManipulatingIndividualIndividualIndividualIndividualIndividualPhonemesPhonemesPhonemesPhonemesPhonemes

• Use Overhead #5a to demonstrate that it is important in teachingstruggling readers to break more complex activities into separateskills and that these should be taught systematically.

• Remind the participants that blending is the process of smoothlyjoining phonemes to form words. Segmenting is the process of iso-lating individual phonemes within a word. Manipulation is the abilityto add, subtract, or move phonemes to form words to create newwords.

• Mention to participants that generally sound blending and segment-ing should be taught before sound manipulation (e.g., taking the /r/off of “run” and having the students replace it with /s/ makes “sun”).For some students it may be helpful to teach blending separatelyfrom segmenting. There are some students who will find soundmanipulation extremely difficult. These students may read prior tosound manipulation and some may never learn to manipulate soundsappropriately.

• Explain that blending can be taught systematically by first modelingCVC words such as “sat” and asking the students to say the word.Then systematically increase the amount of time between eachsound as you say it, continuing to ask students to tell you the word.

- T: “Say sat.”- S: “Sat.”- T: “Say /s-a-t/.”- S: “Sat.”- T: “Say /s—a—t/.”- S: “Sat.”- T: “Say /s——a——t/.”- S: “Sat.”


• Use Overhead #6 toexplain the impor-tance of phonemicawareness to teachphonological aware-ness.

• Remind participantsthat doing phonolog-ical tasks (e.g.,blending, segment-ing, rhyming) helpsteach children tohear the smallest unitin a word (phoneme).

Overhead #6Overhead #6Overhead #6Overhead #6Overhead #6 PhonologicalPhonologicalPhonologicalPhonologicalPhonologicalAwareness vs.Awareness vs.Awareness vs.Awareness vs.Awareness vs.PhonemicPhonemicPhonemicPhonemicPhonemicAwarenessAwarenessAwarenessAwarenessAwarenessIs Phonological Is Phonological

Awareness...Awareness...


...the same as Phonemic Awareness?...the same as Phonemic Awareness?

NO !!!NO !!!Phonemic Awareness is just

one type of phonological awareness, defined as the

ability to notice, think about, or manipulate the individual sounds in words (phonemes)

6


Overhead #7Overhead #7Overhead #7Overhead #7Overhead #7Importance ofImportance ofImportance ofImportance ofImportance ofPhonemicPhonemicPhonemicPhonemicPhonemicAwarenessAwarenessAwarenessAwarenessAwareness

• Use Overhead #7 to show how phonemic awareness is the mostimportant skill of phonological awareness.

• Explain how for some children it precedes initial reading, where forothers phonemic awareness and initial reading support each oth-er; as one grows stronger, the other one improves (Erhi & Wilce,1980, 1986; Perfetti et al., 1987).


Less Less Complex Complex ActivitiesActivities

More More Complex Complex

ActivitiesActivities

rhyming songs

sentence segmentation

syllable segmentation& blending

onset-rime, blending, &

segmentation

blending &segmenting individual phonemes

Phonemic AwarenessPhonemic Awareness

Phonological Awareness Phonological Awareness Concepts ContinuumConcepts Continuum

7


What is a Phoneme?What is a Phoneme?What is a Phoneme?What is a Phoneme?What is a Phoneme?

• Use Overhead #8 todefine a phoneme.

• Explain the levels ofcomplexity in teach-ing a task.

• Remind participantsthat if this task is toodifficult for children,try: m--an.


What is a Phoneme?What is a Phoneme?

The smallest unit of sound in a word that makes a difference in its meaning.

“man“

1st phoneme 2nd phoneme 3rd phoneme


nam

8

What Does thisWhat Does thisWhat Does thisWhat Does thisWhat Does thisMean for theMean for theMean for theMean for theMean for theTeacher?Teacher?Teacher?Teacher?Teacher?

• Use Overhead #9 toexplain that childrenshould receive explic-it instruction in phono-logical awarenessskills.


Implications for...Implications for...

• Those who progress slowly in phonological awareness activities should receive special attention.


• Many children benefit from explicit instruction in phonological awareness beginning in kindergarten.

...Phonological Awareness...Phonological Awareness Instruction Instruction

9


• Use Overhead #10to remind partici-pants of the TEKSfor grades K–1.

• Note that phonolog-ical awareness is askill identified in Kin-dergarten.

How DoesHow DoesHow DoesHow DoesHow DoesPhonologicalPhonologicalPhonologicalPhonologicalPhonologicalAwareness Tie inAwareness Tie inAwareness Tie inAwareness Tie inAwareness Tie inwith the TEKS?with the TEKS?with the TEKS?with the TEKS?with the TEKS?


Texas Essential Texas Essential Knowledge & Skills, K–1Knowledge & Skills, K–1

(a) demonstrate the concept of word by dividing spoken sentences into individual words;

(b) identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words;

(c) produce rhyming words and distinguish rhyming words from non-rhyming words;

(d) identify and isolate the initial and final sound of a spoken word;

(e) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word; and

(g) segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds.

The student. is expected to:The student. is expected to:


10

The student orally demonstrates phonological awareness (an understanding

that spoken language is composed of sequences of sounds).

Monitoring ProgressMonitoring ProgressMonitoring ProgressMonitoring ProgressMonitoring Progressof of of of of PhonologicalPhonologicalPhonologicalPhonologicalPhonologicalAwarenessAwarenessAwarenessAwarenessAwareness

Overhead #11 Overhead #11 Overhead #11 Overhead #11 Overhead #11

• Use Overhead #11 toremind participants thatby January, about onethird of children in Kin-dergarten have ac-quired at least some ofthis skill in pho nologi-cal awareness (this in-formation is necessaryfor planning instruction).

• Remind participants thatmonitoring progress isa continual activity.


• Some children will have

acquired phonological

awareness by mid-

kindergarten, but many won’t.

• For instructional planning, it’s

important to determine what

children know and to monitor

what they learn.

• Informal instruction and

assessment should be ongoing.

Monitoring Progress of Monitoring Progress of Phonological AwarenessPhonological Awareness

Remember !Remember !

11


Overhead #12Overhead #12Overhead #12Overhead #12Overhead #12 Keeping Track ofKeeping Track ofKeeping Track ofKeeping Track ofKeeping Track ofProgressProgressProgressProgressProgress

• Use Overhead #12to provide an exam-ple of a chart usedf o r m o n i t o r i n gprogress.

• Emphasize thatteachers can assessprogress on a fre-quent basis using asuccess indicator.

N o t e : M o n i t o r i n gprogress will help tomodify curriculumand instruction, andidentify conceptswith which a studentmay be having diffi-culty.

Instructional DipsticksInstructional Dipsticks

Student Rhyming Blending Segmenting

Matt

Ashley

Brooke


Success IndicatorSuccess Indicator

2: 2: The child consistently blends words correctly and pronounces them without distortion.

1: 1: The child blends a few words correctly.0: 0: No evidence the child can perform the task;

child repeats the segmented words without pronouncing them normally.

Example of a Example of a Monitoring ToolMonitoring Tool

12


Child blends three or four phonemes into words (e.g., s-a-t; m-a-n; p-l-a-n; c-a-m-p).

Activity 1Activity 1

1. During informal activities (e.g. pretend play, drawing, looking at books) ask the child, “Guess this word.”

Example:Example:

3. Have the child pronounce the word normally [“Sat”].

ScoringScoring


1: 1: The child blends a few words correctly.

0: 0: No evidence the child can perform the task; child repeats the segmented words without pronouncing them normally.

BlendingBlending

Task Definition:Task Definition:

2. Say the word in isolated phonemes [“S-a-t;” “m-a-n,” “p-l-a-n,” “c-a-m-p”].

13

Activity 1Activity 1Activity 1Activity 1Activity 1

• Guide participants inGroup Activity 1.



• Use Overhead #13a to present the case study to participants.

• Ask participants what additionally could be done to improveMichael’s skill in blending phonemes. Write suggestions on a blanktransparency and compare them to the possible suggestions listedon Overhead #13b.

Note: There are many possible suggestions as to instruction, in-cluding delivery of instruction, setting, and methodology. The sug-gestions listed on Overhead #13b are some examples.

AdaptationsAdaptationsAdaptationsAdaptationsAdaptationsActivityActivityActivityActivityActivity

Case StudyMichael is six years, four months of age and a student in first grade. Heis an excellent math student, but he is struggling with reading, has only afew sight words, and is unable to segment or blend even consonant,vowel, consonant (CVC) words. The class has been working on rhyming,blending, segmentation and initial sound identification for the first fourmonths of the year. Most students are proficient with these skills.Michael receives his reading instruction including phonologicalawareness instruction in a group of four students, as well as with theclass as a whole.

PPPPhhhhoooonnnnoooollllooooggggiiiiccccaaaallll AAAAwwwwaaaarrrreeeennnneeeessssssss:::: PPPPhhhhoooonnnnoooollllooooggggiiiiccccaaaallll AAAAwwwwaaaarrrreeeennnneeeessssssss:::: IIIInnnntttteeeeggggrrrraaaattttiiiinnnngggg AAAAddddaaaappppttttaaaattttiiiioooonnnnssss ffffoooorrrrIIIInnnntttteeeeggggrrrraaaattttiiiinnnngggg AAAAddddaaaappppttttaaaattttiiiioooonnnnssss ffffoooorrrr

SSSSttttuuuuddddeeeennnnttttssss wwwwiiiitttthhhh LLLLeeeeaaaarrrrnnnniiiinnnngggg DDDDiiiissssaaaabbbbiiiilllliiiittttiiiieeeessssSSSSttttuuuuddddeeeennnnttttssss wwwwiiiitttthhhh LLLLeeeeaaaarrrrnnnniiiinnnngggg DDDDiiiissssaaaabbbbiiiilllliiiittttiiiieeeessss

OOOObbbbjjjjeeeeccccttttiiiivvvveeee:::: SSSSttttuuuuddddeeeennnnttttssss wwwwiiiillllllll bbbbeeee aaaabbbblllleeee ttttoooo bbbblllleeeennnndddd pppphhhhoooonnnneeeemmmmeeeessss iiiinnnnttttoooo

wwwwoooorrrrddddssss....

13a




IntegratingIntegratingIntegratingIntegratingIntegratingAdaptations forAdaptations forAdaptations forAdaptations forAdaptations forStudents withStudents withStudents withStudents withStudents withLearningLearningLearningLearningLearningDisabilitiesDisabilitiesDisabilitiesDisabilitiesDisabilities






13b

OOOObbbbjjjjeeeeccccttttiiiivvvveeee:::: SSSSttttuuuuddddeeeennnnttttssss wwwwiiiillllllll bbbbeeee aaaabbbblllleeee ttttoooo bbbblllleeeennnndddd pppphhhhoooonnnneeeemmmmeeeessss iiiinnnnttttoooo

wwwwoooorrrrddddssss....

Possible Adaptations

• Hold up one finger as each sound is said.

• Have students place fingers together as sounds are saidand blended.

• Have students put hand in front of mouth so they canfeel the breath produced by saying the word.

• Use Overhead #13b to continue explaining the blending processto the participants.

• Mention that using as many senses as possible to teach strug-gling students is important. Visual, auditory, kinesthetic, and tac-tile senses (VAKT) should be employed as often as possible.

• Remind the participants that as the student holds up a finger rep-resenting a sound (phoneme) in the word, this is employing thekinesthetic and visual senses. The student can see that one fin-ger represents one sound and the student can kinesthetically feelthe demonstration of “one finger representing one sound”.

• Explain that as the student moves fingers together while orallyblending the sounds the student is producing a visual, auditory,and kinesthetic demonstration of blending.

• Mention that as the student places a hand in front of his/her mouthand feels the air on his/her hand, this is a good example of relat-ing blending to the tactile sense.

• Explain that for some struggling readers it is helpful to teach blend-ing and segmenting separately.

IntegratingIntegratingIntegratingIntegratingIntegratingAdaptations forAdaptations forAdaptations forAdaptations forAdaptations forStudents withStudents withStudents withStudents withStudents withLearning DisabilitiesLearning DisabilitiesLearning DisabilitiesLearning DisabilitiesLearning Disabilities




PPPPhhhhoooonnnnoooollllooooggggiiiiccccaaaallll AAAAwwwwaaaarrrreeeennnneeeessssssss::::PPPPhhhhoooonnnnoooollllooooggggiiiiccccaaaallll AAAAwwwwaaaarrrreeeennnneeeessssssss::::

BBBBlllleeeennnnddddiiiinnnngggg////SSSSeeeeggggmmmmeeeennnnttttaaaattttiiiioooonnnnBBBBlllleeeennnnddddiiiinnnngggg////SSSSeeeeggggmmmmeeeennnnttttaaaattttiiiioooonnnn

BBBBeeeeggggiiiinnnnnnnniiiinnnngggg MMMMiiiiddddddddlllleeee EEEEnnnndddd

13c

• Use Overhead #13c to remind participants of the process ofblending and segmenting, as well as the concept of beginning,middle, and ending sounds.

• Explain to participants that these three toy train cars can beused to demonstrate the concept of segmenting. It is helpful tohave a small toy train that students can manipulate. This pro-vides a clear visual representation of the segmenting processand makes blending and manipulation more visible.

• Tell participants to demonstrate this to the student by sayingthe word “cat” and running their finger down the train as theydo this. Repeat the word, this time more slowly, separating eachphoneme. Repeat a second time, touching the train engine asthe phoneme /c/ is said, the coal car as the phoneme /a/ issaid, and the caboose as the phoneme /t/ is said. Repeat thisslowly allowing students to see that /c/ is the beginning sound,/a/ is the middle sound, and /t/ is the ending sound. Separatethe cars as this is done. Also, say to the students that manywords have beginning, middle, and ending sounds. Continueto demonstrate with additional words, first from the “cat” wordfamily and later using other CVC words.

• Cue the participants that Handout, “Phonological Awareness:Integrating Adaptations for Students with Learning Disabilities”provides the pattern of the train for their students to color anduse as they practice segmenting. The handout also provides asample lesson for segmentation as well as ideas for furtherextensions.

Blending/Blending/Blending/Blending/Blending/SegmentationSegmentationSegmentationSegmentationSegmentation


TeachingTeachingTeachingTeachingTeachingPhonologicalPhonologicalPhonologicalPhonologicalPhonologicalAwarenessAwarenessAwarenessAwarenessAwareness


TeachingTeachingPhonological AwarenessPhonological Awareness

Phoneme DeletionPhoneme DeletionWhat is left if the

/t/ sound were taken from cart?


RhymingRhyming What rhymes with cat?

What word is this.../sh/ /oe/?

How many sounds are in the word box?

What sounds do you hear in bus?

BlendingBlending

Phoneme CountingPhoneme Counting

Phoneme SegmentationPhoneme Segmentation

15


Child separates words into onset-rime. Onset and rime (e.g., b-at) is an “instructional compromise” between the whole word and the phoneme.



1. During informal activities (e.g. pretend play, drawing, looking at books) ask the child to play a word game.

3. Ask the child to segment the word into onset and rime (e.g., B-ob; c-at).

SegmentationSegmentation

Example:Example:

2. Give the child a word (e.g., Bob).

14

ScoringScoring


1: 1: The child blends a few words correctly.

0: 0: No evidence the child can perform the task; child repeats the segmented words without pronouncing them normally.

• Use Overhead #15 toidentify activities thatcan be used to teachphonological aware-ness.

• Remind participantsthat there is a strongcorrelation betweenblending and seg-menting.

Note: Research hasshown that it is fasterto teach blending andsegmenting simulta-neously than to sep-arate them.






15a

Instructional

Design

Adaptations

Behavioral

Support


Curricular

Adaptations


PPPPoooossssiiiittttiiiivvvveeee LLLLeeeeaaaarrrrnnnniiiinnnngggg CCCCoooommmmmmmmuuuunnnniiiittttyyyy

aaaannnndddd AAAAcccccccceeeessssssss ttttoooo tttthhhheeeeGGGGeeeennnneeeerrrraaaallll EEEEdddduuuuccccaaaattttiiiioooonnnn CCCCuuuurrrrrrrriiiiccccuuuulllluuuummmm

Note: Use Overheads #15a through #15k to give more specificinformation about making adaptations.

• Use Overhead #15a to review with the participants the three typesof adaptations. Remind participants to reflect on struggling read-ers and writers including students with disabilities and the adap-tations required as they continue through this guide. (Have par-ticipants continue to add to the chart paper if this process is be-ing used.)

Student SuccessStudent SuccessStudent SuccessStudent SuccessStudent Success






• Collaborate


• Assess learning


15b

IIIInnnnssssttttrrrruuuuccccttttiiiioooonnnnaaaallll DDDDeeeessssiiiiggggnnnn AAAAddddaaaappppttttaaaattttiiiioooonnnnssss

KKKKnnnnoooowwww YYYYoooouuuurrrr SSSSttttuuuuddddeeeennnntttt

• Use Overhead #15b to remind participants of the importance ofinstructional design adaptations. For struggling readers andwriters to benefit from instruction, the teacher must plan foradaptations, access resources, collaborate, integrate technology,assess learning, and monitor student progress.

Instructional DesignInstructional DesignInstructional DesignInstructional DesignInstructional DesignAdaptationsAdaptationsAdaptationsAdaptationsAdaptations




15c


KKKKnnnnoooowwww YYYYoooouuuurrrr SSSSttttuuuuddddeeeennnnttttssss

PPPPllllaaaannnn ffffoooorrrrAAAAddddaaaappppttttaaaattttiiiioooonnnnssss

AAAAcccccccceeeessssssssRRRReeeessssoooouuuurrrrcccceeeessss

CCCCoooollllllllaaaabbbboooorrrraaaatttteeee

• Establish expectations

• Identify setting demands

• Consider needs of learners

• List adaptations and resources

• Develop and gather resources

• Use special materials

• Obtain special equipment

• Consult among special and general educators

and specialists

• Focus on IEP and general education

curriculum

• Agree on student’s goals

• Share responsibilities

• Problem solve and provide support for each

other

• Use Overhead #15c to introduce instructional design adaptations.

Plan for Adaptations:

• Explain that the first step in planning adaptations for strugglingreaders and writers is to establish expectations for student out-comes. What goals and objectives are listed on the IEP and whatskills are the students expected to master and demonstrate at theend of the lesson or unit?

• Think about the demands needed to complete the tasks associ-ated with the expectations or outcomes (e.g., note taking, writing,group work). Identifying setting demands will help to determinewhich part of the instruction and/or assignment is too challengingand how to modify the task so that students with special needs cansuccessfully complete the assignment.

• Keep student’s strengths and needs in mind while planning forthe lesson (e.g., refer to student’s IEP modification page if neces-sary).

• Identify the types of adaptations and resources necessary forthe student to benefit from instruction (e.g., extended time, sup-port for reading, manipulatives for math, token system for com-pleting work).

• Develop and/or gather needed resources . Collect resources inadvance (e.g., getting Braille text completed for a student who isblind; getting books on tape).

• Ask participants to pair and in one minute generate suggestionsfor implementing plans for adaptations. Partners may share in largegroup and add to adaptation charts.

Instructional DesignInstructional DesignInstructional DesignInstructional DesignInstructional DesignAdaptationsAdaptationsAdaptationsAdaptationsAdaptations


Overhead #15c (cont.)Overhead #15c (cont.)Overhead #15c (cont.)Overhead #15c (cont.)Overhead #15c (cont.)

Access Resources

• Mention to participants that these are examples of special materials:visual aids, pictures, flash cards, high-interest/controlled vocabularyreading materials, manipulatives, instructional games, spell checker,and software.

• Tell participants the following are examples of special equipment: mag-nifying glass, tape recorder, large print books, Braille, FM system, andcomputer with grammar and spellchecker. (See Handout for list of “As-sistive Technology and Devices.”)

• Say that the following is a list of personnel resources: behavior spe-cialists, vision specialists, special education teachers, curriculum spe-cialists, inclusion specialists, and technology specialists. (See Hand-out, “Related Service Personnel” of specialists.)

• Ask participants to choose one or two disability categories and giveexamples of materials, equipment, and personnel resources that theteacher may need in order to teach a lesson so that these students willbenefit from instruction. Either small or large groups can participate inthis activity.

Collaborate

• Discuss the importance of collaboration among general and specialeducation teachers and other related specialists and with parents inpreparing instructional adaptations for students with special needs.(See Handout, “Related Service Personnel” for a list of specialistswho serve students with disabilities.)

• Explain that there should be a consensus in decision making regard-ing the identification of a student’s educational goals and objectivesusing the IEP if the student has an identified disability. In consideringthese goals, discuss the importance of student participation in the gen-eral education curriculum. This may vary depending on the student’slearning levels and disabilities in relation to the goals of the lesson.For example, a struggling reader may use taped books and partnerreading along with study guides to access the social studies textbook.In contrast, a student with moderate cognitive disabilities may be learn-ing to recognize and demonstrate key concepts of the lesson.

• Tell participants that general and special education teachers and otherspecialists should share responsibilities and work together to identify,access, and gather resources necessary for adaptations. Have partic-ipants discuss how this can work.

• Mention that problems will naturally arise (e.g., special materials notavailable, student with autism disrupting class with occasional out-bursts). Use formal (e.g., grade level/cohort planning meetings, stu-dent study teams, teacher assistance teams) and informal problemsolving to resolve student problems. The key is to support each otherto assist students in attaining their goals.

Instructional DesignInstructional DesignInstructional DesignInstructional DesignInstructional DesignAdaptations (cont.)Adaptations (cont.)Adaptations (cont.)Adaptations (cont.)Adaptations (cont.)


Overhead #15dOverhead #15dOverhead #15dOverhead #15dOverhead #15d



15d


KKKKnnnnoooowwww YYYYoooouuuurrrr SSSSttttuuuuddddeeeennnnttttssss ((((ccccoooonnnntttt....))))

• Computer-assisted instruction

• Writing tools

• Communication devices

• Internet

• Assess learning needs and levels

• Set goals

• Provide on-going monitoring

• Give frequent and immediate feedback

IIIInnnntttteeeeggggrrrraaaatttteeeeTTTTeeeecccchhhhnnnnoooollllooooggggyyyy

AAAAsssssssseeeessssssssLLLLeeeeaaaarrrrnnnniiiinnnngggg

MMMMoooonnnniiiittttoooorrrrSSSSttttuuuuddddeeeennnntttt

PPPPrrrrooooggggrrrreeeessssssss

• Use Overhead #15d to discuss integrating technology, assessinglearning, and monitoring student progress.

Integrate T echnology

• Explain that:

- There are a number of areas where technology could assiststruggling readers and writers. Examples include computer-based reading, writing assistance, augmentative communica-tion, access to reference materials, adaptive switches, and ma-terials modifications.

- Computer-assisted instruction can be a powerful adaptation toolfor struggling readers and writers. Teachers can use tools suchas tutorial, practice, and simulation software to promote prob-lem solving.

- Writing tools can be used in creating outlines, graphic organiz-ers, idea webs or maps, and assisting with word processing in-cluding spelling and grammar checkers.

- Assistive devices such as auditory trainers and voice recogni-tion programs may be needed by some struggling readers andwriters in order to benefit from instruction. (See Handout, “As-sistive Technology and Devices” for list of assistive devices.)

- Reference materials for research papers and other class projectscan be accessed via websites and the Internet. For studentswith visual impairments access to web sites and the internetcan be accomplished with the assistance of the vision specialistwho should know about software that promotes accessibility.


Overhead #15d (cont.)Overhead #15d (cont.)Overhead #15d (cont.)Overhead #15d (cont.)Overhead #15d (cont.)

Assess Learning

• Mention that assessment is an essential component of instructionfor students with special learning needs. While planning forassessment, be sure to consider student needs and anyadaptations necessary for the students during assessment. (Referto student’s IEP modification page if the student has an identifieddisability.) For example, students may need one-to-one testadministration, small group setting, shortened tests, extendedtime for tests, or the use of a calculator or other special materialsand equipment. Also, use curriculum-based assessment oralternative methods of assessment.

Monitor Student Progress

• Tell participants that:

- Monitoring struggling readers and writers’ progress andproviding feedback help the teacher determine when thesestudents require extra assistance. Instruction should beadjusted accordingly. Both monitoring and feedback shouldbe frequent and ongoing. Teach students how to monitor theirown progress. For example, students can chart their readingrate or number of math facts completed.

- Involving students in setting individual, academic, andbehavioral goals is important, especially at the secondarylevel. Students are more likely to improve if they haveownership of their goals and objectives.

Extended W orkshop: Lesson Plan

• If time permits, have small groups plan a lesson for an inclusionclass incorporating instructional adaptations. Groups shouldconsist of general and special education teachers and otherspecialists. Have groups plan their lesson to focus on adaptationsfor a particular student with a disability in a subject matter theychoose. Have groups then share their lesson with the otherparticipants.



Overhead #15eOverhead #15eOverhead #15eOverhead #15eOverhead #15e

• Use Overhead #15e to remind participants of the examples ofinstructional and curricular adaptations. For example, strugglingreaders and writers generally require more explicit instruction in-cluding teacher modeling using “think alouds.” (See Handout,“Suggestions for Adaptations.”)

• Explain that the next two overheads give examples for two of theadaptations, “Make Learning Visible and Explicit” and “ProvideMultiple Ways to Demonstrate Learning.”


15e



• Consider student’s literacy levels and needs• Activate background knowledge

• Use clear, simple directions• Provide opportunities to respond• Adjust pacing and provide feedback

• Make learning visible and explicit• Highlight key information/concepts• Break task or activity into steps• Use games to provide practice• Provide multiple ways to demonstrate learning





Overhead #15fOverhead #15fOverhead #15fOverhead #15fOverhead #15f


15f

IIIInnnnssssttttrrrruuuuccccttttiiiioooonnnnaaaallll aaaannnndddd CCCCuuuurrrrrrrriiiiccccuuuullllaaaarrrrnnnnssssttttrrrruuuuccccttttiiiioooonnnnaaaallll aaaannnndddd CCCCuuuurrrrrrrriiiiccccuuuullllaaaarrrr


MMMMaaaakkkkeeee LLLLeeeeaaaarrrrnnnniiiinnnngggg

VVVViiiissssiiiibbbblllleeee aaaannnndddd

EEEExxxxpppplllliiiicccciiiitttt

• Use modeling and think alouds

• Provide a written list of steps

• Have students self-monitor as they

complete each step

• Support auditory information with

visual and tactile cues

• Use Overhead #15f to discuss strategies for making learning visibleand explicit.

• Remind the participants of common sayings:

“A picture is worth a thousand words.”“Modeling isn’t the best way to teach, it is the only way toteach.” (Albert Schweitzer)

• Discuss that research demonstrates that struggling readers and writ-ers including students with disabilities learn better when taught thesteps in cognitive processes (e.g., steps for finding main idea and solv-ing math word problems).

• Tell participants that these students need systematic, explicit instruc-tion in how to complete complex, cognitive processes. This type ofinstruction consists of modeling the steps including the thinking thatoccurs (i.e., “think alouds”) and then having the students think aloudas they do the steps. It is also helpful to provide a written list of stepsand have the students self-monitor as they complete each step.

• Suggest that participants provide examples that demonstrate stepsand monitoring for a particular skill. For example, write the steps in-volved in solving a word problem or list the steps in editing a writtenwork.

• Discuss how adding visual and tactile cues to auditory informationhelp make the auditory information more visible and explicit.

Examples are:- When sounding out a word, have students push markers into boxes

for each sound.- Have students clap the words in a sentence.- When lecturing, write the key words for each point on an overhead.



Overhead #15gOverhead #15gOverhead #15gOverhead #15gOverhead #15g

• Use Overhead #15g to expand on multiple ways to demonstratelearning other than a book report.

• Explain that strugging readers and writers may know the informa-tion, but may not be able to demonstrate effectively this learningbecause of their learning needs.

• Ask participants to expand the list of alternatives to the traditionalbook report. Share the groups’ ideas either orally or by placing themon chart paper.


15g



PPPPrrrroooovvvviiiiddddeeee MMMMuuuullllttttiiiipppplllleeee WWWWaaaayyyyssss TTTToooo DDDDeeeemmmmoooonnnnssssttttrrrraaaatttteeee LLLLeeeeaaaarrrrnnnniiiinnnngggg

Examples:

• Advertisement

• News release

• Web or map

• Comic strip

• Collage

• Diorama



Overhead #15hOverhead #15hOverhead #15hOverhead #15hOverhead #15h


15h


SSSSttttrrrraaaatttteeeeggggiiiieeeessss tttthhhhaaaatttt iiiinnnnccccrrrreeeeaaaasssseeee aaaapppppppprrrroooopppprrrriiiiaaaatttteeee ssssttttuuuuddddeeeennnntttt

bbbbeeeehhhhaaaavvvviiiioooorrrrssss aaaarrrreeee::::




• Use Overhead #15h to remind participants of the three types ofbehavioral support adaptations.



Overhead #15iOverhead #15iOverhead #15iOverhead #15iOverhead #15i


15i


PPPPrrrroooovvvviiiiddddeeee

SSSSttttrrrruuuuccccttttuuuurrrreeeeaaaannnndddd BBBBeeee

CCCCoooonnnnssssiiiisssstttteeeennnntttt

UUUUsssseeeePPPPrrrrooooaaaaccccttttiiiivvvveeee

TTTTeeeeaaaacccchhhhiiiinnnngggg

• Gain student’s attention: visual, verbal, andtactile cues

• Prevent problem behavior rather than react:

- Catch them when they’re learning

- Catch them being good

- Identify reasons for problem behavior

- Modify factors eliciting problem behavior

• Arrange classroom environment

• Establish clear rules, routines, and

expectations

• Inform students of consequences for positiveand negative behaviors

• Provide cues for transitions or changes

• Use Overhead #15i to discuss two major types of behavioral sup-port: consistent and proactive teaching.

Provide Structure and Be Consistent

• Explain that classroom management requires structure and con-sistency.

- Plan and arrange the environment. Organization enhances stu-dent attention.

- Establish rules and expectations. Rules should be stated posi-tively, displayed, and limited (i.e., 3 to 5). Have the class gener-ate the rules and expectations in order to promote “buy-in.”

- Use natural and logical consequences for positive and negativebehaviors (e.g., call on students who raise their hand and redi-rect students who speak out of turn).

- Prepare students for transitions and change by giving frequentcues. Establish time limits for transitions.

Use Proactive T eaching

• Explain that proactive teaching can prevent problem behaviorsby getting students’ attention and/or changing factors that elicitthose behaviors.

• Use such techniques as gaining attention, using the student’sname, greeting them at the door, and being in close proximity.Also, varying voice, providing interesting materials, and sitting ateye level to “hook” student’s attention can be effective.



Overhead #15i (cont.)Overhead #15i (cont.)Overhead #15i (cont.)Overhead #15i (cont.)Overhead #15i (cont.)

• Be proactive rather than reactive. Be alert to students’ on-task be-havior and encourage their efforts.

• Identify reasons for problem behavior. The factors which elicit prob-lem behavior can be modified, thereby preventing the behavior. Forexample, if a student regularly engages in a number of avoidancebehaviors (e.g., sharpening pencil, searching in desk, talking toneighbor) when a math problem solving assignment is given, it maybe that the work is too difficult for the student to do independently.The teacher should determine if this assumption is correct and ifso, modify the task accordingly.

• Consult with the special education teacher to determine the behav-ioral support plan that may be identified in the IEP.

Behavioral SupportBehavioral SupportBehavioral SupportBehavioral SupportBehavioral SupportAdaptations (cont.)Adaptations (cont.)Adaptations (cont.)Adaptations (cont.)Adaptations (cont.)


Overhead #15jOverhead #15jOverhead #15jOverhead #15jOverhead #15j


15j


TTTTeeeeaaaacccchhhh

AAAAlllltttteeeerrrrnnnnaaaattttiiiivvvveeee

BBBBeeeehhhhaaaavvvviiiioooorrrr

• Appropriate social and communication

skills

• Self-monitoring strategies

Teach and demonstrate to students:

• Use Overhead #15j to discuss the teaching of alternative behav-ior.

• Explain that effective behavioral support focuses on teaching stu-dents appropriate alternative behaviors. Modeling and then hav-ing the student practice the new behavior will help build alternativepositive behaviors.

• Use the following example, your own, or elicit examples from par-ticipants.

Johnny may tantrum because he doesn’t have the skillsto communicate his frustration. Teachers can replacethe tantrum behavior by teaching Johnny how to com-municate this frustration (e.g., “I’m trying, but it’s toohard.” “Don’t understand. Need help.”).

• Tell participants that students may need to build social and com-munication skills (e.g., taking turns, cooperative strategies). Iden-tify specific skills and teach them during routine activities. If stu-dents are taught using specific programs (e.g., Peacebuilders,Skillstreaming), it is important that the skills are practiced and gen-eralized across settings. Work with the special education teacherto support the social and communication skills that are being tar-geted so that they generalize across classes.

• Mention that self-regulation helps students monitor their behavior(e.g., stop-look-listen; first I do. . ., then I . . .). Use self-report pointcards and checklists that reflect the students’ individual goals.



Overhead #15j (cont)Overhead #15j (cont)Overhead #15j (cont)Overhead #15j (cont)Overhead #15j (cont)

Extended W orkshop:

If time permits, have participants work in small groups. First, haveeach group identify a problem behavior. Have them state it sothat it is observable and measurable. Second, have participantsdiscuss potential and common factors that are associated withproblem behavior in classroom settings (e.g., length or difficultyof task, too many problems per sheet, not able to get teacher’sattention, nonpreferred task, no choice making). Third, have par-ticipants identify ways to modify these factors to prevent problembehavior from occurring.

Or

Have participants work in small groups. Have one of the groupparticipants describe a student and the problem behavior(s). Thenask participants to identify (a) the factors that elicit problembehavior(s), and (b) ways to modify those factors to prevent prob-lem behavior(s).

Behavioral SupportBehavioral SupportBehavioral SupportBehavioral SupportBehavioral SupportAdaptations (cont.)Adaptations (cont.)Adaptations (cont.)Adaptations (cont.)Adaptations (cont.)


Overhead #15kOverhead #15kOverhead #15kOverhead #15kOverhead #15k

• Use Overhead#15k to conclude this discussion on making adap-tations for struggling readers and writers.

• Review the four adaptation questions with participants. Discusshow answering these four questions assists teachers in selectingadaptations. Recommend collaboration among specialists.

• Explain that a final step in the process is to determine how theadaptation(s) is working and make adjustments accordingly. Ex-plain that this is an important key to student’s success in the gen-eral education curriculum.

• Encourage participants to think about making adaptations as theycontinue to complete the workshop. (Putting self-sticking noteson chart paper activity can be continued.)

(Bryant & Bryant, 1998)


15k


SSSSuuuucccccccceeeessssssss iiiinnnn tttthhhheeee GGGGeeeennnneeeerrrraaaallllSSSSuuuucccccccceeeessssssss iiiinnnn tttthhhheeee GGGGeeeennnneeeerrrraaaallll

EEEEdddduuuuccccaaaattttiiiioooonnnn CCCCuuuurrrrrrrriiiiccccuuuulllluuuummmmEEEEdddduuuuccccaaaattttiiiioooonnnn CCCCuuuurrrrrrrriiiiccccuuuulllluuuummmm

What are the

setting demands?

What do I know

about the student?

What are my

choices for

adaptations?

What are the

expectations?


Success in theSuccess in theSuccess in theSuccess in theSuccess in theGeneral EducationGeneral EducationGeneral EducationGeneral EducationGeneral EducationCurriculumCurriculumCurriculumCurriculumCurriculum


Overhead #16Overhead #16Overhead #16Overhead #16Overhead #16 The RelationshipThe RelationshipThe RelationshipThe RelationshipThe RelationshipBetween Teaching &Between Teaching &Between Teaching &Between Teaching &Between Teaching &Progress MonitoringProgress MonitoringProgress MonitoringProgress MonitoringProgress Monitoring

• Use Overhead #16,to remind partici-pants that monitoringprogress is ongoingand is not separate-from teaching.



Effective teaching

does not separate

teaching from

assessment.

16




2. First tell the students: “Guess the word I’m saying. It’s one of these pictures.” (Begin with words that start with stretched sound, e.g., sssnnnaaake and work up to individual phonemes, e.g. b-a-t).

Activity 3Activity 3 Guess the WordGuess the Word

3. When the children guess “snake,” call on a child to show the picture with the word printed at the bottom. Repeat the game with other sets of pictures.

17

Purpose:Purpose: To demonstrate how sounds can be blended into spoken words.

Materials:Materials: Pictures of words.

Description:Description:1. Hang pictures on board.


Example: Example:

turtur tle tle


18

Purpose:Purpose: To understand that words can be conceptualized as a collection of parts.

Description:Description: 1. Begin by saying each child’s name. Then say the name in syllables, clapping for each beat.

2. Have children clap the syllables in the names of objects around the room.

3. Similar segmentation activities could be done with sentences into words, e.g. Bill-ran-across-the-street-to-get-the-ball, and words with phonemes, e.g. s-t-o-p.







Summing UpSumming UpSumming UpSumming UpSumming Up

• Use Overhead #20 toconclude the work-shop.

• Summarize the mainpoints and note theimportance of havingphonological aware-ness in every stu-dent’s repertoire.


Purpose:Purpose:

First Sound SongFirst Sound Song

To remember words, phrases, and sounds, and to identify the first sound in words.

Description:Description:

1. Sing the “First Sound Song” to the tune of “Old MacDonald Had a Farm.”

2. Have the children learn the verses.3. Then, encourage them to change

and propose new words.4. At the end of a verse, repeat the words

and ask children to identify the first sound.


19

Lyrics: Lyrics: What’s the sound that starts these words: turtle, time and tree? /T/ is the sound that starts these words turtle time and tree. With a /t/ /t/ here and a /t/ /t/ there, here a /t/, there a /t/, everywhere a /t/ /t/. /T/ is the sound that starts these words: turtle, time and tree.

Summing UpSumming Up


Phonological Phonological Awareness is Awareness is

important important because:because:

Teachers Teachers evaluate evaluate student student

progress:progress:

Phonological Phonological Awareness can Awareness can

be taught:be taught:

• It is predictive of reading success.

• On a continual basis.

• In order to make curriculum and instructional modification.

• With activities such as blending, segmenting and rhyming.

• At various times during the day, both formally and informally.

20



PhonologicalPhonological

Awareness:Awareness:





Texas Center for Reading and Language Arts,College of Education at the University of Texas at Austin

Texas Education Agency • Region XIII Education Service Center 1



•• WHAT is it andWHAT is it and

WHY is itWHY is it

important?important?


evaluate it?evaluate it?


teach it?teach it?

2



Involves understanding the

different ways in which spoken

language can be broken down

and manipulated.

WHAT is it?WHAT is it?

3


Texas Centerfor Readingand Language Arts PPPPhhhhoooonnnnoooollllooooggggiiiiccccaaaallll AAAAwwwwaaaarrrreeeennnneeeessssssss iiiissss AAAAuuuurrrraaaallllPPPPhhhhoooonnnnoooollllooooggggiiiiccccaaaallll AAAAwwwwaaaarrrreeeennnneeeessssssss iiiissss AAAAuuuurrrraaaallll

3a


• Teaching these skills will improve reading andspelling abilities.

WHY is it Important?WHY is it Important?


• Acquisition of phonological awareness is animportant factor in learning to read and spell.

• This collection of skills can be taught prior toand during reading instruction.

• Phonological awareness will facilitatechildren’s learning of the alphabetic principleby drawing their attention to the sounds thatare related to individual letters.

ResearchResearch

4


4a


SSSSuuuucccccccceeeessssssss iiiinnnn tttthhhheeeeSSSSuuuucccccccceeeessssssss iiiinnnn tttthhhheeeeGGGGeeeennnneeeerrrraaaallll EEEEdddduuuuccccaaaattttiiiioooonnnn CCCCuuuurrrrrrrriiiiccccuuuulllluuuummmmGGGGeeeennnneeeerrrraaaallll EEEEdddduuuuccccaaaattttiiiioooonnnn CCCCuuuurrrrrrrriiiiccccuuuulllluuuummmm







4b

InstructionalDesign

Adaptations

BehavioralSupport


CurricularAdaptations


PPPPoooossssiiiittttiiiivvvveeee LLLLeeeeaaaarrrrnnnniiiinnnngggg CCCCoooommmmmmmmuuuunnnniiiittttyyyyaaaannnndddd AAAAcccccccceeeessssssss ttttoooo tttthhhheeee

GGGGeeeennnneeeerrrraaaallll EEEEdddduuuuccccaaaattttiiiioooonnnn CCCCuuuurrrrrrrriiiiccccuuuulllluuuummmm






• Collaborate


• Assess learning


4c

IIIInnnnssssttttrrrruuuuccccttttiiiioooonnnnaaaallll DDDDeeeessssiiiiggggnnnn AAAAddddaaaappppttttaaaattttiiiioooonnnnssssIIIInnnnssssttttrrrruuuuccccttttiiiioooonnnnaaaallll DDDDeeeessssiiiiggggnnnn AAAAddddaaaappppttttaaaattttiiiioooonnnnssssKKKKnnnnoooowwww YYYYoooouuuurrrr SSSSttttuuuuddddeeeennnnttttKKKKnnnnoooowwww YYYYoooouuuurrrr SSSSttttuuuuddddeeeennnntttt


4d

IIIInnnnssssttttrrrruuuuccccttttiiiioooonnnnaaaallll aaaannnndddd CCCCuuuurrrrrrrriiiiccccuuuullllaaaarrrrIIIInnnnssssttttrrrruuuuccccttttiiiioooonnnnaaaallll aaaannnndddd CCCCuuuurrrrrrrriiiiccccuuuullllaaaarrrrAAAAddddaaaappppttttaaaattttiiiioooonnnnssssAAAAddddaaaappppttttaaaattttiiiioooonnnnssss

• Consider students’ literacy levels and needs


• Use clear, simple directions• Provide opportunities to respond




• Break task or activity into steps• Use games to provide practice





4e


SSSSttttrrrraaaatttteeeeggggiiiieeeessss tttthhhhaaaatttt iiiinnnnccccrrrreeeeaaaasssseeee aaaapppppppprrrroooopppprrrriiiiaaaatttteeee ssssttttuuuuddddeeeennnnttttbbbbeeeehhhhaaaavvvviiiioooorrrrssss::::





PPPPhhhhoooonnnnoooollllooooggggiiiiccccaaaallll AAAAwwwwaaaarrrreeeennnneeeessssssssPPPPhhhhoooonnnnoooollllooooggggiiiiccccaaaallll AAAAwwwwaaaarrrreeeennnneeeessssssssCCCCoooonnnncccceeeeppppttttssss CCCCoooonnnnttttiiiinnnnuuuuuuuummmmCCCCoooonnnncccceeeeppppttttssss CCCCoooonnnnttttiiiinnnnuuuuuuuummmm

LessLessComplexComplexActivitiesActivities

MoreMoreComplexComplexActivitiesActivities

rhyming songs

sentencesegmentation

syllablesegmentation& blending

onset-rime,blending, &

segmentation

blending &segmentingindividualphonemes

1

5


PPPPhhhhoooonnnnoooollllooooggggiiiiccccaaaallll AAAAwwwwaaaarrrreeeennnneeeessssssss::::PPPPhhhhoooonnnnoooollllooooggggiiiiccccaaaallll AAAAwwwwaaaarrrreeeennnneeeessssssss::::BBBBlllleeeennnnddddiiiinnnngggg,,,, SSSSeeeeggggmmmmeeeennnnttttiiiinnnngggg,,,, aaaannnndddd MMMMaaaannnniiiippppuuuullllaaaattttiiiinnnnggggBBBBlllleeeennnnddddiiiinnnngggg,,,, SSSSeeeeggggmmmmeeeennnnttttiiiinnnngggg,,,, aaaannnndddd MMMMaaaannnniiiippppuuuullllaaaattttiiiinnnngggg

IIIInnnnddddiiiivvvviiiidddduuuuaaaallll PPPPhhhhoooonnnneeeemmmmeeeessssIIIInnnnddddiiiivvvviiiidddduuuuaaaallll PPPPhhhhoooonnnneeeemmmmeeeessss

5a

SSSSiiiimmmmpppplllliiiiffffyyyyiiiinnnngggg MMMMoooorrrreeee CCCCoooommmmpppplllleeeexxxx AAAAccccttttiiiivvvviiiittttiiiieeeessss ffffoooorrrr SSSSttttrrrruuuugggggggglllliiiinnnnggggRRRReeeeaaaaddddeeeerrrrssss::::

BBBBlllleeeennnnddddiiiinnnngggg

SSSSeeeeggggmmmmeeeennnnttttiiiinnnngggg

MMMMaaaannnniiiippppuuuullllaaaattttiiiinnnngggg

More complex activities

Is PhonologicalIs PhonologicalAwareness...Awareness...


...the same as Phonemic Awareness?...the same as Phonemic Awareness?

NO !!!NO !!!Phonemic Awareness is just

one type of phonologicalawareness, defined as the

ability to notice, think about,or manipulate the individualsounds in words (phonemes)

6


LessLessComplexComplexActivitiesActivities

MoreMoreComplexComplexActivitiesActivities

rhyming songs

sentencesegmentation

syllablesegmentation& blending

onset-rime,blending, &

segmentation

blending &segmentingindividualphonemes

Phonemic AwarenessPhonemic Awareness

Phonological AwarenessPhonological AwarenessConcepts ContinuumConcepts Continuum

7

What is a Phoneme?What is a Phoneme?

The smallest unit of sound in a wordthat makes a difference in its meaning.

“man“

1st phoneme 2nd phoneme 3rd phoneme


nam

8

Implications for...Implications for...

• Those who progress slowly in phonologicalawareness activities should receive specialattention.


• Many children benefit from explicit instruction inphonological awareness beginning in kindergarten.

...Phonological Awareness...Phonological Awareness Instruction Instruction

9

Texas EssentialTexas EssentialKnowledge & Skills, K–1Knowledge & Skills, K–1

(a) demonstrate the concept of word by dividingspoken sentences into individual words;

(b) identify, segment, and combine syllableswithin spoken words such as by clappingsyllables and moving manipulatives torepresent syllables in words;

(c) produce rhyming words and distinguishrhyming words from non-rhyming words;

(d) identify and isolate the initial and final soundof a spoken word;

(e) blend sounds to make spoken words such asmoving manipulatives to blend phonemes ina spoken word; and

(g) segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds.

The student. is expected to:The student. is expected to:


10

The student orally demonstratesphonological awareness (an understanding

that spoken language is composed ofsequences of sounds).


• Some children will have

acquired phonological

awareness by mid-

kindergarten, but many won’t.

• For instructional planning, it’s

important to determine what

children know and to monitor

what they learn.

• Informal instruction and

assessment should be ongoing.

Monitoring Progress ofMonitoring Progress ofPhonological AwarenessPhonological Awareness


11

Instructional DipsticksInstructional Dipsticks

Student Rhyming Blending Segmenting

Matt

Ashley

Brooke


Success IndicatorSuccess Indicator2: 2: The child consistently blends words correctly

and pronounces them without distortion.1: 1: The child blends a few words correctly.0: 0: No evidence the child can perform the task;

child repeats the segmented words withoutpronouncing them normally.

Example of aExample of aMonitoring ToolMonitoring Tool

12

Child blends three or four phonemes into words(e.g., s-a-t; m-a-n; p-l-a-n; c-a-m-p).


1. During informal activities (e.g. pretendplay, drawing, looking at books) askthe child, “Guess this word.”

Example:Example:

3. Have the child pronounce the wordnormally [“Sat”].

ScoringScoring2: 2: The child consistently blends

words correctly andpronounces them withoutdistortion.

1: 1: The child blends a few wordscorrectly.

0: 0: No evidence the child canperform the task; childrepeats the segmented wordswithout pronouncing themnormally.

BlendingBlendingTask Definition:Task Definition:


13

Case StudyMichael is six years, four months of age and a student in first grade. Heis an excellent math student, but he is struggling with reading, has only afew sight words, and is unable to segment or blend even consonant,vowel, consonant (CVC) words. The class has been working on rhyming,blending, segmentation and initial sound identification for the first fourmonths of the year. Most students are proficient with these skills.Michael receives his reading instruction including phonologicalawareness instruction in a group of four students, as well as with theclass as a whole.



OOOObbbbjjjjeeeeccccttttiiiivvvveeee:::: SSSSttttuuuuddddeeeennnnttttssss wwwwiiiillllllll bbbbeeee aaaabbbblllleeee ttttoooo bbbblllleeeennnndddd pppphhhhoooonnnneeeemmmmeeeessss iiiinnnnttttoooowwwwoooorrrrddddssss....

13a






13b

OOOObbbbjjjjeeeeccccttttiiiivvvveeee:::: SSSSttttuuuuddddeeeennnnttttssss wwwwiiiillllllll bbbbeeee aaaabbbblllleeee ttttoooo bbbblllleeeennnndddd pppphhhhoooonnnneeeemmmmeeeessss iiiinnnnttttoooowwwwoooorrrrddddssss....

Possible Adaptations

• Hold up one finger as each sound is said.

• Have students place fingers together as sounds are saidand blended.

• Have students put hand in front of mouth so they canfeel the breath produced by saying the word.


PPPPhhhhoooonnnnoooollllooooggggiiiiccccaaaallll AAAAwwwwaaaarrrreeeennnneeeessssssss::::PPPPhhhhoooonnnnoooollllooooggggiiiiccccaaaallll AAAAwwwwaaaarrrreeeennnneeeessssssss::::BBBBlllleeeennnnddddiiiinnnngggg////SSSSeeeeggggmmmmeeeennnnttttaaaattttiiiioooonnnnBBBBlllleeeennnnddddiiiinnnngggg////SSSSeeeeggggmmmmeeeennnnttttaaaattttiiiioooonnnn


13c


Child separates words into onset-rime.Onset and rime (e.g., b-at) is an“instructional compromise” between thewhole word and the phoneme.



1. During informal activities (e.g. pretendplay, drawing, looking at books) ask thechild to play a word game.

3. Ask the child to segment the word intoonset and rime (e.g., B-ob; c-at).


Example:Example:


14





Texas Centerfor Readingand Language Arts TeachingTeaching

Phonological AwarenessPhonological Awareness

Phoneme DeletionPhoneme DeletionWhat is left if the

/t/ sound istaken from cart?

RhymingRhyming What word rhymes with cat?

What word is this.../sh/ /oe/?

How many sounds are in the word box?

What sounds do you hear in bus?

BlendingBlending

Phoneme CountingPhoneme Counting

Phoneme SegmentationPhoneme Segmentation

15


15a

InstructionalDesign

Adaptations

BehavioralSupport


CurricularAdaptations


PPPPoooossssiiiittttiiiivvvveeee LLLLeeeeaaaarrrrnnnniiiinnnngggg CCCCoooommmmmmmmuuuunnnniiiittttyyyyaaaannnndddd AAAAcccccccceeeessssssss ttttoooo tttthhhheeee

GGGGeeeennnneeeerrrraaaallll EEEEdddduuuuccccaaaattttiiiioooonnnn CCCCuuuurrrrrrrriiiiccccuuuulllluuuummmm




• Collaborate


• Assess learning


15b

IIIInnnnssssttttrrrruuuuccccttttiiiioooonnnnaaaallll DDDDeeeessssiiiiggggnnnn AAAAddddaaaappppttttaaaattttiiiioooonnnnssssKKKKnnnnoooowwww YYYYoooouuuurrrr SSSSttttuuuuddddeeeennnntttt


15c

IIIInnnnssssttttrrrruuuuccccttttiiiioooonnnnaaaallll DDDDeeeessssiiiiggggnnnn AAAAddddaaaappppttttaaaattttiiiioooonnnnssssKKKKnnnnoooowwww YYYYoooouuuurrrr SSSSttttuuuuddddeeeennnnttttssss

PPPPllllaaaannnn ffffoooorrrrAAAAddddaaaappppttttaaaattttiiiioooonnnnssss

AAAAcccccccceeeessssssssRRRReeeessssoooouuuurrrrcccceeeessss

CCCCoooollllllllaaaabbbboooorrrraaaatttteeee

• Establish expectations• Identify setting demands• Consider needs of learners• List adaptations and resources• Develop and gather resources

• Use special materials• Obtain special equipment• Consult among special and general educators

and specialists

• Focus on IEP and general educationcurriculum

• Agree on student’s goals• Share responsibilities• Problem solve and provide support for each

other


15d

IIIInnnnssssttttrrrruuuuccccttttiiiioooonnnnaaaallll DDDDeeeessssiiiiggggnnnn AAAAddddaaaappppttttaaaattttiiiioooonnnnssssKKKKnnnnoooowwww YYYYoooouuuurrrr SSSSttttuuuuddddeeeennnnttttssss ((((ccccoooonnnntttt....))))

• Computer-assisted instruction

• Writing tools

• Communication devices

• Internet

• Assess learning needs and levels

• Set goals

• Provide on-going monitoring

• Give frequent and immediate feedback

IIIInnnntttteeeeggggrrrraaaatttteeeeTTTTeeeecccchhhhnnnnoooollllooooggggyyyy

AAAAsssssssseeeessssssssLLLLeeeeaaaarrrrnnnniiiinnnngggg

MMMMoooonnnniiiittttoooorrrrSSSSttttuuuuddddeeeennnntttt

PPPPrrrrooooggggrrrreeeessssssss


15e


• Consider student’s literacy levels and needs


• Use clear, simple directions• Provide opportunities to respond




• Break task or activity into steps• Use games to provide practice





15f

IIIInnnnssssttttrrrruuuuccccttttiiiioooonnnnaaaallll aaaannnndddd CCCCuuuurrrrrrrriiiiccccuuuullllaaaarrrrnnnnssssttttrrrruuuuccccttttiiiioooonnnnaaaallll aaaannnndddd CCCCuuuurrrrrrrriiiiccccuuuullllaaaarrrrAAAAddddaaaappppttttaaaattttiiiioooonnnnssssAAAAddddaaaappppttttaaaattttiiiioooonnnnssss

MMMMaaaakkkkeeee LLLLeeeeaaaarrrrnnnniiiinnnnggggVVVViiiissssiiiibbbblllleeee aaaannnndddd

EEEExxxxpppplllliiiicccciiiitttt

• Use modeling and “think alouds”

• Provide a written list of steps

• Have students self-monitor as theycomplete each step

• Support auditory information withvisual and tactile cues


15g


PPPPrrrroooovvvviiiiddddeeee MMMMuuuullllttttiiiipppplllleeee WWWWaaaayyyyssss TTTToooo DDDDeeeemmmmoooonnnnssssttttrrrraaaatttteeee LLLLeeeeaaaarrrrnnnniiiinnnngggg

Examples:

• Advertisement

• News release

• Web or map

• Comic strip

• Collage

• Diorama


15h


SSSSttttrrrraaaatttteeeeggggiiiieeeessss tttthhhhaaaatttt iiiinnnnccccrrrreeeeaaaasssseeee aaaapppppppprrrroooopppprrrriiiiaaaatttteeee ssssttttuuuuddddeeeennnnttttbbbbeeeehhhhaaaavvvviiiioooorrrrssss aaaarrrreeee::::





15i


PPPPrrrroooovvvviiiiddddeeeeSSSSttttrrrruuuuccccttttuuuurrrreeee

aaaannnndddd BBBBeeeeCCCCoooonnnnssssiiiisssstttteeeennnntttt

UUUUsssseeeePPPPrrrrooooaaaaccccttttiiiivvvveeee TTTTeeeeaaaacccchhhhiiiinnnngggg

• Gain student’s attention: visual, verbal, andtactile cues

• Prevent problem behavior rather than react:

- Catch them when they’re learning

- Catch them being good

- Identify reasons for problem behavior

- Modify factors eliciting problem behavior

• Arrange classroom environment

• Establish clear rules, routines, andexpectations

• Inform students of consequences for positiveand negative behaviors

• Provide cues for transitions or changes


15j


TTTTeeeeaaaacccchhhh AAAAlllltttteeeerrrrnnnnaaaattttiiiivvvveeee

BBBBeeeehhhhaaaavvvviiiioooorrrr

• Appropriate social and communicationskills

• Self-monitoring strategies

Teach and demonstrate to students:


15k


SSSSuuuucccccccceeeessssssss iiiinnnn tttthhhheeee GGGGeeeennnneeeerrrraaaallllSSSSuuuucccccccceeeessssssss iiiinnnn tttthhhheeee GGGGeeeennnneeeerrrraaaallllEEEEdddduuuuccccaaaattttiiiioooonnnn CCCCuuuurrrrrrrriiiiccccuuuulllluuuummmmEEEEdddduuuuccccaaaattttiiiioooonnnn CCCCuuuurrrrrrrriiiiccccuuuulllluuuummmm








Effective teaching

does not separate

teaching from

assessment.

16

2. First tell the students: “Guess theword I’m saying. It’s one of thesepictures.” (Begin with words thatstart with stretched sound, e.g.,sssnnnaaake and work up toindividual phonemes, e.g. b-a-t).


3. When the children guess “snake,” call on a child to show the picture with theword printed at the bottom. Repeat the game with other sets of pictures.

17





Example:Example:

turturtur tle tle tle


18

Purpose:Purpose: To understand that words can be conceptualized as acollection of parts.

Description:Description: 1. Begin by saying each child’s name. Then say the namein syllables, clapping for each beat.

2. Have children clap the syllables in the names of objectsaround the room.

3. Similar segmentation activities could be done withsentences into words, e.g. Bill-ran-across-the-street-to-get-the-ball, and words with phonemes, e.g. s-t-o-p.

Purpose:Purpose:


To remember words, phrases, and sounds, and toidentify the first sound in words.

Description:Description:1. Sing the “First Sound Song” to the

tune of “Old MacDonald Had a Farm.”2. Have the children learn the verses.3. Then, encourage them to change

and propose new words.4. At the end of a verse, repeat the words

and ask children to identify the first sound.


19

Lyrics:Lyrics: What’s the sound that starts these words: turtle, time and tree? /T/ is the soundthat starts these words turtle time and tree. With a /t/ /t/ here and a /t/ /t/ there,here a /t/, there a /t/, everywhere a /t/ /t/. /T/ is the sound that starts these words:turtle, time and tree.


Summing UpSumming Up

PhonologicalPhonologicalAwareness isAwareness is

importantimportantbecause:because:

TeachersTeachersevaluateevaluatestudentstudent

progress:progress:

PhonologicalPhonologicalAwareness canAwareness can

be taught:be taught:

• It is predictive ofreading success.

• On a continualbasis.

• In order to makecurriculum andinstructionalmodification.

• With activities suchas blending,segmenting andrhyming.

• At various timesduring the day, bothformally andinformally.

20

Suggestions for Adaptations

Presentation Techniques Practice Techniques Assignments/Tests

• Make learning visible andexplicit

• Use modeling• Use clear, simple directions• Adjust pacing• Highlight key information• Reduce amount of

information/skills taught• Check frequently for

understanding• Use study guides, semantic

maps, graphic organizers• Activate background

knowledge• Allow alternative ways to

demonstrate learning

• Use peer and cross-agetutoring

• Use cooperative learning• Use games• Use manipulatives• Use more frequent practice

on less information/skills• Use computer programs• Ensure mastery before

moving onto next skill• Provide additional practice• Provide a variety of practice

opportunities (e.g.,manipulative, problemsolving, explanations)

• Reduce assignment/test(only what is necessary todemonstrate mastery)

• Allow alternative ways todemonstrate learning

• Use cooperative projects• Provide extra time• Divide projects into steps

with students submittingand receiving feedback foreach step

• Use individual contract• Break assignments into

smaller chunks, studentscomplete one chunk, getfeedback, and complete nextchunk

• Use alternative examformats (e.g., oral exam,objective rather than essay)

Textbooks/Materials Content Behavior/ClassroomManagement

• Highlight keypoints/concepts

• Provide books on tape withstudy guides

• Reduce amount of reading• Use shared reading or

peers to read to student• Provide study guides• Highlight directions• Use high interest/controlled

vocabulary books• Use trade/textbooks written

at various levels

• Use task analysis to dividetask into smaller steps

• Identify and check to see ifstudents have prerequisiteskills

• Teach the vocabulary ofinstruction (e.g., directionwords)

• Teach technical vocabulary• Relate concepts to each

other using organizerssuch as semantic maps

• Be consistent and providestructure

• Establish clear rules,routines, and expectations

• Inform students ofconsequences

• Use logical consequences• Recognize and reinforce

appropriate behavior andlearning

• Teach alternative behaviorsfor inappropriate behaviors

• Check that work is at thestudents’ instructionallevels

HandoutUse with

OH #4d, #15c

Child blends three or four phonemes intowords (e.g., s-a-t; m-a-n; p-l-a-n; c-a-m-p).


1. During informal activities (e.g. pretendplay, drawing, looking at books) askthe child, “Guess this word.”

Example:Example:

3. Have the child pronounce the wordnormally [“Sat”].

ScoringScoring2: 2: The child consistently

blends words correctlyand pronounces themwithout distortion.

1: 1: The child blends a fewwords correctly.

0: 0: No evidence the child canperform the task; childrepeats the segmentedwords withoutpronouncing themnormally.

BlendingBlendingTask Definition:Task Definition:


Handout

Use w

ithO

H # 13

HandoutUse with

OH 13a, 13b & 13c

PPPPhhhhoooonnnnoooollllooooggggiiiiccccaaaallll AAAAwwwwaaaarrrreeeennnneeeessssssss::::IIIInnnntttteeeeggggrrrraaaattttiiiinnnngggg AAAAddddaaaappppttttaaaattttiiiioooonnnnssss

ffffoooorrrr SSSSttttuuuuddddeeeennnnttttssss wwwwiiiitttthhhh LLLLeeeeaaaarrrrnnnniiiinnnngggg DDDDiiiissssaaaabbbbiiiilllliiiittttiiiieeeessss

Objective:

Students will segment sounds (phonemes) in CVC words.

Materials:

Toy train and other manipulatives (i.e. buttons, coins)

Procedure for Segmentation

1. Select one word from a CVC word family (e.g., cat, rat, bat, sat; fun, sun, run; dog, log,fog, bog; can, pan, man, fan).

2. Say the word and then say the sounds in the first word slowly. Touch the cars of the toytrain using the engine to represent the initial sound, the coal car to represent the medialsound, and the caboose to represent the final sound in the word.

3. Repeat this several times, touching the appropriate train cars with each demonstration.

4. Select a new word from the word family and demonstrate using the new word.

5. Once students have become familiar with the use of the toy train guided practice canbegin. Students can color and cut out the Handout, “Toy Train” working in small groups.The teacher says the word cat and asks the students to say the individual sounds in theword while separating the train cars.

Extensions

The train can also be used to demonstrate blending and manipulation. If the student also hasletter/sound correspondences the train can also be used to associate written letters with aphoneme. Use stick-on notes with a letter printed on each one and adhere one letter to eachtoy train car. When manipulating initial sounds, one letter can be removed and replaced withanother to demonstrate substitution and the creation of a new word. This can also becompleted with middle and final sounds.


Handout

Use w

ithO

H #13c

TTTTooooyyyy TTTTrrrraaaaiiiinnnn

Child separates words into onset-rime.Onset and rime (e.g., b-at) is an“instructional compromise” betweenthe whole word and the phoneme.



1. During informal activities (e.g. pretendplay, drawing, looking at books) ask thechild to play a word game.

3. Ask the child to segment the word intoonset and rime (e.g., B-ob; c-at).


Example:Example:






Handout

Use w

ithO

H # 14

Related Service Personnel

Specialist Possible dutiesSpeech Language Pathologist Helps students with speech and language disorders;

conducts speech and language evaluation.Vision Educator Assesses student's visual skills to determine eligibility;

procures adaptive material; trains students in specificadaptive skills; provides teacher, agency, parentconsultation/ coordination.

Audiologist Assesses hearing loss and auditory problems; providesauditory training; supports assistive technology.

Licensed Physical Therapist (LPT)Licensed Physical Therapist Aides (LPT Aides)

Implements postural and gross motor interventions.

Occupational Therapist Directs activities that improve fine motor muscularcontrol and develop self-help skills.

School Psychologist Evaluates individual student learning abilities; providesbehavioral interventions.

Rehabilitation Counselor Facilitates transition planning and evaluation of olderstudents; specializes in the assessment of workpotential and training needs of students.

Nurse Coordinates medical screening; provides for medicalneeds (e.g., medication).

Social Worker Collects information from the family; provides socialand educational histories; conducts case studies.

Behavior Specialist Designs behavior interventions; conducts functionalassessments.

Orientation and Mobility Specialist (O&M) Teaches students with visually impairments the skillsneeded to travel safely, efficiently, and independently.

Deaf/ Hard-of-Hearing Educator Assesses impact of hearing loss on progress in thecurriculum; procures and adapts materials toaccommodate language level; provides directinstruction to hard-of-hearing students, and to othereducators in strategies for communication andadapting curriculum.

Inclusion Teacher Provides instruction to and supports students withspecial needs in general education classrooms usingco-teaching and/or consultation.

Transition Specialist/Job Developer Facilitates transitioning students with special needsfrom school-to-work or post-secondary setting;provides job training.

504 Coordinator Coordinates and monitors 504 plans developed underVocational Rehabilitation Act of 1974.

HandoutUse withOH #15c

HandoutUse with

OHs #15c-15d

Assistive Technology Devices

LISTED ITEMS

Cassette recorders

Audio taped instructions or books

Pencil grips

NCR paper/Copy machine

Adaptive switches

Head pointers

Picture boards

Optical character recognition software/scanner

Voice recognition software and peripherals

Speech synthesizers

Word processors with spelling and grammar checking

Augmentative communication devices

Alternative keyboards

Instructional software

Word prediction programs

Calculator

Spellcheckers

FM systems and hearing aids

Magnifying devices

2. First tell the students: “Guess theword I’m saying. It’s one of thesepictures.” (Begin with words thatstart with stretched sound, e.g.,sssnnnaaake and work up toindividual phonemes, e.g. b-a-t).


3. When the children guess “snake,” call on a child to show the picture withthe word printed at the bottom. Repeat the game with other sets ofpictures.




Handout

Use w

ithO

H #17


Example:Example:

turturtur tle tle tle


Purpose:Purpose: To understand that words can be conceptualized as acollection of parts.

Description:Description: 1. Begin by saying each child’s name. Then say the namein syllables, clapping for each beat.

2. Have children clap the syllables in the names of objectsaround the room.

3. Similar segmentation activities could be done withsentences into words, e.g. Bill-ran-across-the-street-to-get-the-ball, and words with phonemes, e.g. s-t-o-p.

Handout

Use w

ithO

H # 18

Purpose:Purpose:


To remember words, phrases, and sounds, and to identifythe first sound in words.

Description:Description:1. Sing the “First Sound Song” to the tune of

“Old MacDonald Had a Farm.”2. Have the children learn the verses.3. Then, encourage them to change and propose

new words.4. At the end of a verse, repeat the words and

ask children to identify the first sound.


Lyrics:Lyrics: What’s the sound that starts these words: turtle, time and tree? /T/ is the soundthat starts these words turtle time and tree. With a /t/ /t/ here and a /t/ /t/ there,here a /t/, there a /t/, everywhere a /t/ /t/. /T/ is the sound that starts these words:turtle, time and tree. H

andoutU

se with

OH

# 19


ReferencesReferencesReferencesReferencesReferences

Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA:MIT Press.

Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness inyoung children: A classroom curriculum. Baltimore, MD: Paul H. Brookes Publishing Com-pany.

Ball, E., & Blachman, B. (1991). Does phoneme awareness training in kindergarten make adifference in early word recognition and developmental spelling? Reading Research Quar-terly, 23, 49-66.

Blachman, B. (1994). What we have learned from longitudinal studies of phonological pro-cessing and reading, and some unanswered questions: A response to Torgesen, Wagner,and Rashotte. Journal of Learning Disabilities, 27, 287-291.

Byrne, B., & Fielding-Barnsley, R. (1993). Evaluation of a program to teach phonemic aware-ness to young children: A 1-year follow-up. Journal of Educational Psychology, 85, 104-111.

Ehri, L. C. (1989). The development of spelling knowledge and its role in reading acquisitionand reading disability. Journal of Learning Disabilities, 22, 356-365.

Ehri, L. C., & Wilce, L. S. (1980). The influence of orthography on readers’ conceptualizationof the phonemic structure of words. Applied Psycholinguistics, 1, 371-385.

Ehri, L. C., & Wilce, L. S. (1983). Development of word identification speed in skilled and lessskilled beginning readers. Journal of Educational Psychology, 75, 3-18.

Ehri, L. C., & Wilce, L. S. (1986). The influence of spellings on speech: Are alveolar flaps /d/ or /t/? In D. Yaden & S. Templeton (Eds.), Metalinguistic awareness and beginningliteracy, Exeter, NH: Heineman.

Ericson, L. & Juliebo, M. F. (1998). The phonological awareness handbook for kindergartenand primary teachers. Newark, DE: International Reading Association.

Gough, P. (1996). How children learn to read and why they fail. Annals of Dyslexia, 46, 3-20.

Gough, P., Juel, C., & Griffeth, P. (1992). Reading, spelling, and the orthographic cipher. In.P. Gough, L. Ehri, & R. Treiman, (Eds.), Reading acquisition (pp. 35-48). Hillsdale, NJ:Erlbaum.

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Hatcher, P., Hulme, C., & Ellis, A. (1994). Ameliorating early reading failure by integrating theteaching of reading and phonological skills: the phonological linkage hypothesis. ChildDevelopment, 65, 41-57.

Lencher, O., Gerber, M.M., & Routh, D.K. (1990). Phonological awareness tasks as predic-tors of decoding ability: Beyond segmentation. Journal of Learning Disabilities, 23(4),240-247.

Liberman, I.Y., & Shankweiler, D. (1985). Phonology and the problems of learning to readand write. Remedial and Special Education, 6(6), 8-17.

Lundberg, I., Frost, J., & Peterson, O. (1988). Effects of an extensive program for stimulatingphonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.

Morrow, L. M., Strickland, D. S., and Woo, D. G. (1998). Literacy instruction in half-andwhole-day kindergarten: Research and practice. Newark, DE: International Reading As-sociation and Chicago, IL: National Reading Conference.

National Reading Panel (2000). Teaching children to read: An evidence-based assessment ofthe scientific research literature on reading and its implications for reading instruction.Bethesda, MD: National Institutes of Health: National Institute of Child Health and HumanDevelopment.

National Research Council. (1998). Preventing reading difficulties in young children. Wash-ington, D.C: National Academy Press.

Notari-Syverson, A., O’Connor, R. E., & Vadasy, P. F. (1998). Ladders to literacy: A kindergar-ten activity book. Baltimore, MD: Paul H. Brookes Publishing Company.

O’Connor, R., Jenkins, J., & Slocum, T. (1995). Transfer among phonological tasks in kinder-garten: Essential instructional content. Journal of Educational Psychology, 2, 202-217.

O’Connor, R., Jenkins, J., Slocum, T., & Leicester, N. (1993). Teaching phonemic manipula-tion skills to children with learning handicaps: Rhyming, blending and segmenting. Ex-ceptional Children, 59, 532-546.

O’Connor, R., Notari-Syverson, A., & Vadasy, P. (1996). Ladders to literacy: The effects ofteacher-led phonological activities for kindergarten children with and without disablitiies.Exceptional Children, 63(1), 117-130.

References (cont.)References (cont.)References (cont.)References (cont.)References (cont.)

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Perfetti, C., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to readare reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33,283-319.

Spector, J. (1995). Phonemic awareness training: Application of principles of direct instruc-tion. Reading & Writing Quarterly, 11, 37-51.

Strickland, D. S. (1998). Teaching phonics today: A primer for educators. Newark, DE: Inter-national Reading Association.

Vellutino, F., & Scanlon, D. (1987). Phonological coding, phonological awareness and read-ing ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly,33, 321-363.

Wagner, R.K., Torgesen, J.K., Laughon, P., Simmons, K., & Rachotte, C.A. (1993). Develop-ment of young readers’ phonological processing abilities. Journal of Educational Psychol-ogy, 85, 83-103.

Yopp, H. (1992). Developing phonemic awareness in young children. The Reading Teacher,45, 696-703.

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Adaptation ReferencesAdaptation ReferencesAdaptation ReferencesAdaptation ReferencesAdaptation References

Behrmann, M. (1994). Assistive technology for students with mild disabilities. Intervention inSchool and Clinic, 30(20), 70-83.

Bos, C. S., & Vaughn, S. (1998). Strategies for teaching students with learning and behav-ior problems (4th ed.). Boston, MA: Allyn & Bacon.

Bryant, D. P., & Bryant , B. R. (1998). Using assistive technology adaptations to includestudents with learning disabilities in cooperative learning activities. Journal of Learn-ing Disabilities, 31(1), 41-54.

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Colvin, G., Kameenui, E., & Sugai, G. (1993). Reconceptualizing behavior managementand school-wide discipline in general education. Education and Treatment of Chil-dren, 16(4), 361-381.

Friend, M., & Bursuck, W. D. (1999). Including students with special needs: A practicalguide for classroom teachers (2nd ed.). Boston, MA: Allyn & Bacon.

Hall, S. L., & Moats, L. C. (1999). Straight talk about reading.Lincolnwood, IL: Contempo-rary Books:

Kameenui, E., & Carnine, D. (1998). Effective teaching strategies that accommodate di-verse learners. New Jersey: Prentice Hall.

Kauffman, J. M., Mostert, M. P., Trent, S. C., & Hallahan, D. P. (1998). Managing classroombehavior: A reflective case-based approach. Boston, MA: Allyn & Bacon.

Lewis, R. B., & Doorlag, D. H. (1999). Teaching special students in general educationclassrooms (5th ed.). Upper Saddle River, NJ: Merrill.

Mastropieri, M. A., & Scruggs, T. E. (2001). The inclusive classroom: Strategies for effectiveinstruction. Upper Saddle River, NJ: Merrill.

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Adaptation References (cont.)Adaptation References (cont.)Adaptation References (cont.)Adaptation References (cont.)Adaptation References (cont.)

National Reading Panel (2000). Teaching children to read: An evidence-based assessment ofthe scientific research literature on reading and its implications for reading instruction.Bethesda, MD: National Institutes of Health: National Institute of Child Health and HumanDevelopment.

Rainforth, B., York, J., & Macdonald, C. (1992). Collaborative teams for students with se-vere disabilities Baltimore, MD: Paul Brookes.

Rivera, D. P., & Smith, D. D. (1997). Teaching students with learning and behavior prob-lems (3rd ed.). Boston, MA: Allyn & Bacon.

Salend, S. J. (1998). Effective mainstreaming: Creating inclusive classrooms (3rd ed.).Upper Saddle River, NJ: Merrill.

Smith, T. C., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (1998). Teaching students withspecial needs in inclusive settings (2nd ed.). Boston, MA: Allyn & Bacon.

Vaughn, S., Bos, C. S., & Schumm, J. S. (2000). Teaching exceptional, diverse, and at-riskstudents in the general education classroom (2nd ed.). Boston, MA: Allyn & Bacon.

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ResourcesResourcesResourcesResourcesResources

Representative products (not necessarily recommended)

Ladders to LiteracyGrade: KindergartenThis activity book is designed to work on preacademic skills, early literacy development aschildren learn to recognize letters, match sounds to letters and develop phonologicalawareness skills.Publishers: Paul H. Brooks Publishing Co.Phone: (800) 638-3755

Launch into Reading Success through Phonological Awareness TrainingGrade: KindergartenThe program was designed to provide support in the development of phonological aware-ness in Kindergarten children who are at risk for reading failure. The program contains 66activity lessons, most of which are designed for small group instruction.Authors: Bennet, L. & Ottley, P.Publisher: Creative Curriculum Inc.Phone: (604) 876-6682

Phonemic Awareness and the Teaching of ReadingThis brochure contains a position statement from the International Reading Association andpresents several key questions along with research-based answers. Request a free copyof publication #1025-448 by sending a self-addressed stamped envelope to the followingaddress: International Reading Association 800 Barksdale Rd. P. O. Box 8139 Newark, DE 19714-8139

Phonemic Awareness in Young Children: A Classroom CurriculumGrades: K-1This program consists of 51 different activities with sequencing guidelines. The activitiesinclude listening games, rhyming activities, syllabification and phoneme-letter activities.Author: Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T.Publisher: Brooks Publishing Co.Phone: (800) 638-3755

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The Phonological Awareness KitGrades: K-3This program was developed to improve word attack and early spelling skills through a two-part approach that combines phonetically-controlled reading and spelling activities withphonological awareness tasks. It introduces rhyming, segmenting syllables and sounds,sound placement and blending, and repeating multisyllable words, and is designed as asupplement to a reading program.Author: Roberson, C., & Salter, W.Publisher: LinguiSystems, Inc.Phone: (800) 776-4332

Sound Start Teaching Phonological Awareness in the ClassroomGrades: Pre-K to 1Designed to help classroom teachers build phonological awareness skills, this programcontains activities for teaching rhyming, syllabification and phoneme awareness.Author: Lenchner, O., & Podhajski, B.Publisher: Stern Center for LanguagePhone: (800) 541-9588

Sounds Abound: Listening, Rhyming, & ReadingGrades: PreK-3This program targets listening, rhyming skills, speech sound awareness, and blending andsegmenting sounds, as students practice putting sounds together with letters. Reproduc-ible activities for class and homework, lists of other resources, and pre- and post-tests areincluded.Authors: Catts, H., & Vartiatinen, T.Publishers: LinguiSystems, Inc.Phone: (800) 776-4332

Resources (cont.)Resources (cont.)Resources (cont.)Resources (cont.)Resources (cont.)Representative products (not necessarily recommended)

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